• 수산해양교육연구
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• 제28권2호
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• pp.489-501
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• 2016

The purpose of this research is to analyze the narratives of elementary school history textbooks of Korea and US. The research problems are as follows. Firstly, what are the form and content of narratives of Korea's elementary school history textbook of Korea and US. Secondly, what are the characteristics of narratives of American elementary school history textbook of Korea and US. The content analysis method was utilized for analyzing narratives of textbooks. Research results are summarized as follows. Firstly, the features of Korea's elementary school history textbook are described. Secondly, the features of American elementary school history textbook are described. Thirdly, the common features and differences between both countries' textbook narratives are analyzed. Lastly, the implications for diversifying the narratives of Korea's elementary school history textbook are recommended.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.428-438
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• 2017

The purpose of this study is to analyze the visual attention of elementary school students according to the editorial design of the 2007 2009 revised elementary science textbook 'Structure and function of our body'. For this purpose, eye movements were collected while elementary school students were watching real textbooks wearing mobile eye tracker. The BeGaze 3.7 program of SMI company was used analyzing eye movements. Twenty-six elementary school students participated voluntarily in mobile tracking research. Elementary students learned the contents of textbook related to 'digestive organ' and 'respiratory organ' by using double reading learning strategy. The results of this study are as follows. First, as a result of pre- and post-knowledge tests, there was no statistically significant difference in learning effect between 2007 revised and 2009 revised textbook editing design. Second, elementary school students tended to give more visual attention to text than textbook illustrations. Third, the selective attention and persistent attention of elementary students showed a very strong positive correlation (.940), but the selective attention and self-control showed a strong positive correlation (.499). Fourth, students with high level of attention and low level showed high visual occupancy in text than in illustrations. Fifth, elementary school students preferred the 2009 revised science textbook to the 2007 revised.

• 한국환경교육학회지:환경교육
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• 제22권3호
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• pp.31-48
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• 2009

The purpose of this study is to develop the elementary environmental textbook relevant to global warming based on responsibility ethics. To achieve the purpose, concrete study processes are as follows. First, the theory of responsibility ethics of Jonas was analyzed. Second, contents relevant to global warm ing on textbooks and guide books in the 7th elementary curriculum was analyzed through reference study. Third, the environmental textbook relevant to global warming for 5th and 6th grade in the elementary school was developed which was based on responsibility. The results of this study are as follows. First, responsibility ethics of Jonas has a lot of merit if it is applied to environment education. Second, according to the analysis into textbooks and guide books in the 7th elementary curriculum, the contents concerning global warming are very poor in both quantity and quality. Third, the elementary environmental textbook relevant to global warming for 5th and 6th grade students was developed. This textbook based on responsibility ethics will be expected to be efficient on the learning compared with subsidiary textbook in use.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제15권3호
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• pp.261-294
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• 2011

The purpose of this research is to analyze Korean teacher textbook use and explore the effective use of textbooks. The researcher surveyed teachers to obtain information relative to their dispositions and views of textbook use, and a subset interviewed to obtain additional insight about these views. For the sample, 278 elementary school teachers were surveyed and a group interview was conducted with 6 teachers. The results showed that many teachers teach all the students simply by following the textbook content. These results suggest that for effective us of textbooks, teachers need to understand how to reconstruct the textbook within an understanding of the textbook authors' intension for the textbook content.

• 한국초등과학교육학회지:초등과학교육
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• 제22권1호
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• pp.37-50
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• 2003

The purpose of this study was to develop the quality of the textbook and to find out reasonable selection and structure by examining and analyzing the cognition of teacher and students on the structure and contents of elementary science textbook in the 7th curriculum. The findings of this study were as follows: First, as a result of the students’ cognition, their interest level of the learning contents was high and the degree of the difficulty of the learning contents was low on the whole. Second, as a result of the teachers’ cognition of contents of the textbook, teachers who taught third graders understood that the third graders have relatively much contents to be studied and the level of the contents of the textbook was high. On the other hand, fourth graders’ teachers recognized that contents to be studied and the level of the contents were appropriate. And they understood that there were much work to be studied in the units which were difficult and there were difference between contents to be studied and the degree of the difficulty in some units such as life or the earth fold. Third, as a result of the teachers' cognition of structure of the textbook. teachers were very affirmative to reduce school hours. They understood that current numbers and scale of the unit were appropriate. Teachers were satisfied with the structure of elementary science textbook in the 7th curriculum on the whole.

• East Asian mathematical journal
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• 제38권4호
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• pp.439-461
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• 2022

Since 2022, textbooks in elementary school mathematics have been converted from national textbook system to authorization system, but it is pointed out that the composition of these new textbooks is almost the same as the existing national textbooks and the advantages of the authorization system cannot be utilized. Therefore a need has been raised to find out the composition of foreign textbooks. In order to compare the internal system of elementary mathematics textbook composition in Korea and Japan, Wakuwaku Sansu, one of Japan's elementary mathematical textbooks was analyzed and compared with Korean textbooks. As a result of the analysis, it was found that Japanese textbooks have more flexibility in the composition of the unit, the number of hours of the unit, the introduction of special lessons, and emphasis. This analysis will promote the diversity and creativity of the composition of elementary mathematics textbooks in Korea, providing implications for more efficient textbook compilation.

• 대한지구과학교육학회지
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• 제9권1호
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• pp.15-26
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• 2016

The purpose of this study was to develop the student-centered elementary science textbook model and explore the applicability of the school. For this study we conducted a literature survey and analysis of domestic and foreign books, surveys, and then developed a textbook model of student-centered instruction. We have selected the three elementary school, three grades, fifty-seven students to apply the model developed textbooks. Textbook model of Earth was developed as a center of student activity. Applying the results of development of textbooks in the field, students were interested about the student-centered textbooks and they were felt that the development of textbooks were textbook that students can study on their own. Through this research it could confirm that it should be provided feedback to causes of the reflective thinking of students in the textbook for the development of student-centered textbook.

• 한국수학교육학회지시리즈A:수학교육
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• 제61권2호
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• pp.221-237
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• 2022

이 연구는 검정 도서로 전환된 초등학교 3~4학년 수학 교과용 도서를 선정하는 교사들의 의사결정을 조사하였다. 개별 학교에서 수학 교과용 도서 선정에 참여한 296명의 초등교사를 대상으로 설문을 실시하고, Shavelson과 Stern (1981)의 의사결정 모델에 따라 수학 교과용 도서와 관련한 이들의 신념, 도서를 평가하는 판단 기준으로서 도서 내·외적 요인, 최종적인 의사결정에 영향을 미치는 요인을 분석하였다. 결과를 토대로 (1) 평소 신념과 실제 교과서 선정 의사결정 요소가 상충하는 현상, (2) 다교과 수업 업무에서 기인하는 의사결정 요소, (3) 교과서의 다양성을 추구하는 이상적인 정책과 차별성 없는 교과서에 안주하는 학교 현장 간의 괴리 현상 등 새로운 교과서 발행제도에 대한 시사점을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.132-141
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• 2009

The purpose of this research was to investigate the effect of using digital science textbook on the scientific problem solving of elementary school students. For this research, an instrument to measure student's problem-solving skills was developed. The pretest and posttest scores of one hundred and six 5th grade students' problem-solving skills were analyzed and also the responses of three students who were selected by their levels in the problem-solving science digital textbook class were qualitatively analyzed. The results of this study were as follows; the scores of problem solving skills of science digital textbook groups were higher than that of traditional paper textbook group(p<.05). In the qualitative analysis of the students' reponses in a digital textbook class according to their achievement level, low-achievers' problem-solving skills were much more improved than high- and mid-achievers' skills. In conclusion, science digital textbook has a potential to improve students' scientific problem solving skills, and this possibility will be much higher when science digital textbook is used with teachers' intended instructional goals and strategies like problem-solving lessons.

• 한국초등과학교육학회지:초등과학교육
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• 제21권1호
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• pp.1-11
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• 2002

The purpose of the study is to compare and analyze the elementary science textbooks' contents between the United States(Science Horizons) and Korea for teaching the Returnee students. The analyzed contents are the name of chapters, the number of chapters, the page amounts of chapters, the structure of chapters and the studying time of chapters. The results of this study are : 1. Korean science textbook's number is 20. 'Science Horizons' has 6. Korean science textbook's total number of chapter is 58, 'Science Horizons' is 75. Korean science textbook's total number of page is 1,60.3, 'Science Horizons' is 2,106. So 'Science Horizons' has more number of chapter and page than Korean textbooks. 2. The ratio of Korean science textbook's contents is as follows: physical area, 22.4%; chemistry area, 12 1％: biology area, 39.6%; earth science area, 25.9%. But the ratio of 'Science Horizons' science textbook's contents is as follows: physical area,21.3%; chemistry area,4.0%; biology area, 46.7%; earth science area. 28.0%. 3. In case of 'Predicting the Weather' chapter, Korean science textbook has 3 lessons, 17 themes and 11 activities, whereas' Science Horizons' has 5 lessons, 10 themes and 5 activities. 4. The themes or chapters of 'Science Horizons' to propose deeper than Korea are about animals and plants, energy and movement, weather and season. our body, and earth and outer space. In case of Korean textbook are about chemistry area, the rock and volcanic activity and electric circuit. There are some differences between Korean and the United States' elementary science curriculum and textbook's contents. And the returnee students has many troubles to adapt korean science curriculum, textbooks and educational environment,;. Therefore, teachers should know and understand that, and help them.